Scientific Methods As Applied To Child Education In "the Children's Houses"

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Undoubtedly, the association of the muscular-tactile sense with that of vision, aids in a most remarkable way the perception of forms and fixes them in memory.
In such exercises, the control is absolute, as it was in the solid insets. The figure can only enter the correspond­ing frame. This makes it possible for the child to work by himself, and to accomplish a genuine sensory auto-edu­cation, in the visual perception of form.
Exercise with the three series of cards. First series. We give the child the wooden forms and the cards upon which the white figure is mounted. Then we mix the cards upon the table; the child must arrange them in a line upon his table (which he loves to do), and then place the corresponding wooden pieces upon the cards. Here the control lies in the eyes. The child must recognise this figure, and place the wooden piece upon it so perfectly that it will cover and hide the paper figure. The eye of the child here corresponds to the frame, which materially led him at first to bring the two pieces together. In addition to covering the figure, the child is to accustom himself to touching the contour of the mounted figures as a part of the exercise (the child always voluntarily follows those movements) ; and after he has placed the wooden inset he again touches the contour, adjusting with his finger the superimposed piece until it exactly covers the form be­neath.
Second Series. We give a number of cards to the child together with the corresponding wooden insets. In this second series, the figures are repeated by an outline of blue paper. The child through these exercises is passing gradually from the concrete to the abstract. At first, he handled only solid objects. He then passed to a plane figure, that is, to the plane which in itself does not exist.
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